Coe Resource: (Og, DM. (1989). “The Know, Want to Know, Leas Serey” In KD, Muth (4), Chon» ‘Compratesion of Poor Reader (Teh, Rep No 352) Utan Universo ling, Cote the ‘suty Reading K-W-L Extension K-W-L is a strategy that involves students in activating their schemata, constructing questions about a topic, developing purposes for reading, and recording information they gleaned from the text that answers their questions about the topic. Developed by Donna Ogle (1986), this strategy models processes that proficient readers utilize when attempting to learn from text. Steps for implementing K-W-L with a elass are: 1, Introduce the new topic by brainstorming what the students know about the subject. The teacher divides a chart or overhead into four categories: K—What We Know, W—What We Want to Know, L—What We Learned, and Categories for Information. The teacher then writes the brainstormed information in the column labeled K ~ What I know- on the chart or overhead so that it can be referred to throughout the study. It is important that all brainstormed information be recorded; this is not the time to correct misconceptions. Rather, the purpose is for students to activate their schemata or knowledge base concerning the topic. Students may also be given a sheet with the K-W-L categories so that they can record their personal brainstorming. 2, Pose the questions, “What questions do you have about this topic?” As students generate questions, the teacher records them on the chart or overhead in the ‘column labeled W- What We Want to Know. This questioning process models ‘what lifelong learners are consistently doing—developing questions and purposes for reading. If students have been given a personal K-W-L sheet, they should be encouraged to write questions they have about the topic. In order to extend the students’ readiness to read the text, the teacher can ask students to look at their knowledge about the topic and the questions they have. ‘They then categorize their prior knowledge into categories, which the teacher ‘writes on the overhead or chart and students may write on their own K-W-L sheets. Students should then be asked to predict if and how the author might address these categories in the text. 44. The students then read the text selection. As they read, they answer questions they have generated and make notes about new information or concern in the L- What We Learned and Still Need to Leam column. In addition, we have found that if students encounter information in the text which confirms items that were brainstormed in the K- What We Know column, itis important for the students to mark the items and note the page number ofthe text where the confirming information was found. This activity aids students in realizing the